Abstract: Based on the practical dilemmas of exploratory teaching, this paper discusses the teaching logic followed in exploratory teaching and constructs a "triple-driven" exploratory teaching model. The exploratory teaching logic system consists of four subsystems: the knowledge generation network, the teacher-guided research network, the student exploration network, and the cognitive evaluation network. Its logical center is "problems and problem-solving." The "triple-driven" exploratory teaching model mainly includes three key components:(1) Workbook-driven Previewing: This stage focuses on preliminary learning guided by a workbook.(2) Problem-driven Intensive Learning: This stage emphasizes in-depth learning driven by problems, integrating the process of problem identification, formulation, analysis, and resolution.(3) Task-driven Research Learning: This stage centers on research-oriented learning driven by tasks.The model highlights the role of teachers in guiding learning, questioning, and research, while emphasizing the central role of students in initial learning, intensive learning, and research learning. Among these, the classroom activities in the problem-driven intensive learning stage fully integrate the process of problem identification, formulation, analysis, and resolution.